As technology has become more prevalent and accessible to students in their personal lives, learning experiences and interaction, it has encouraged students to engage and generate innovative and creative ideas and sharing learning experiences. This paper examines university students' perceptions and utilization of technology for learning at Haramaya University in Ethiopia. The researcher used survey research design with a questionnaire as principal data collection instrument. The participants (n=298) were sampled using purposive, heterogeneity and systematic random sampling techniques. The finding of the study revealed that there was no statistically significant mean difference between male and female students' perceptions towards technology utilization for learning (t (296) = t -0.102, p>0.05, p=0.919). This was the same for students who came from rural and urban areas (t (296) = t= -0.126, p>0.05, p=0.900) and students have positive perception towards technology assisted learning.